SIOP

Lesson Plan Template 2

Name: Rama Kadri Grade: English 9 Highlight one: Teach now - FUTURE - Observation

Standards:
§ CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
§ CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
§ CCSS.ELA-LITERACY.RI.9-10.5
Analyze in detail how an author's ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

§ CCSS.ELA-LITERACY.RI.9-10.6
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric
to advance that point of view or purpose.

§ CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw
on that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.

Theme: Studying Rhetorical Appeals Through a Social Justice Lens

Lesson Topic: Emma Watson’s Use of Rhetorical Appeals within her United Nations Speech for her
feminist “HeForShe” Campaign.

Objectives:
Language: Students will be able to, through writing, identify the overarching argument of a speech, and
at least 3 examples of rhetorical appeals an individual uses in order to propel their argument.

Content: Students will be able to analyze the ways in which an individual’s use of rhetorical appeals help
to further her overarching argument.

Learning Strategies:
-Teacher modeling
-Higher order questioning
-Think-Pair-Share
-Exit Ticket
Key Vocabulary:
CONTENT VOCAB: Subject Specific and Technical Terms:
-Persuasion
-Overarching Argument
-Ethos
-Pathos
-Logos

GENERAL ACADEMIC VOCAB:

-Identify
-Consider
-Analyze
-Research

HIGHER ORDER VOCABULARY/CONSIDERATIONS:

§ Evaluate and analyze the ways in which rhetorical appeals are utilized to further an argument
within Emma Watson’s speech.
§ Research and analyze a speech in considering the ways in which rhetorical appeals are utilized in
order to further an argument.

Materials:
-PowerPoint with definitions and examples of rhetorical appeals (ethos, pathos, and logos)
-Rhetorical Appeals Notes Sheet
-PowerPoint with Emma Watson “HeForShe” Speech Link
-Laptop to project PowerPoint
-Projector for PowerPoint and Video
-Transcript of Emma Watson’s “HeForShe” speech
-Rhetorical Appeals Analysis Handout
-Writing Utensils
Motivation:
-TW will project an engaging PowerPoint that briefly discusses definitions of ethos, pathos, and logos.
The PowerPoint will also include humorous examples of ethos, pathos, and logos that students will
identify, as well.
-TW will provide proper wait time while students write down definitions of ethos, pathos, and logos.
-TW will provide proper wait time as students identify various examples of ethos, pathos, and logos.
-TW will ask students to consider the overarching arguments of advertisements by asking, “What is this
ad asking us to consider or do? What rhetorical appeal(s) do they use? How does this rhetorical appeal
further their argument?”
-TW will engage students in watching a highly engaging and thought-provoking speech delivered by
actress and activist Emma Watson, presented to the United Nations, in which she discusses her feminist
campaign “HeForShe.”
-TW will facilitate discussion in both small and large group settings in order to assess students’
understanding of the overarching argument of the speech, as well as the ways in which rhetorical appeals
are used to propel this argument.
Presentation: (What the teacher says and does)

POWERPOINT:
-TW will present rhetorical appeals PowerPoint to students, detailing definitions of ethos, pathos, and
logos, and providing further explanations.
-TW will ask students to take notes on their corresponding rhetorical appeals notes sheet, while T
presents this material.
- TW will go over a number of examples of advertisements appealing to ethos, pathos, and logos, in
order to provide students with clear models of examples of various rhetorical appeals.
-TW will facilitate discussion regarding what the overarching argument of various advertisements is, as
well as what rhetorical appeal(s) the advertisements use, and lastly, how these rhetorical appeals propel
the overarching argument of the advertisement.

VIDEO:
-TW will ask students to attentively watch Emma Watson’s “HeForShe” speech, and strive to identify at
least one overarching argument within the speech.
-After watching the video, TW will ask students to discuss what they can identify as a major overarching
argument within the speech with a partner.
-TW will circulate around the room while students discuss what they feel a major overarching argument
within the speech is in order to support students, and also further their considerations.
-TW will facilitate discussion as students “report out” what they identified as major overarching
arguments within the speech, during a whole-class discussion.

ANALYSIS:
-TW will distribute the “Rhetorical Appeals Anslysis” handout, as well as a transcript of Emma
Watson’s speech.
-TW will project guidelines via a PowerPoint slide and detail the following guidelines to students:
-On the handout, detail ONE major overaching argument within this speech.
-Then, in small groups of 3-4 students, work together, referencing the transcript in front of you, to
identify three rhetorical appeals within the speech.
-After identifying three rhetorical appeals Emma Watson uses, analyze HOW her use of these rhetorical
appeals work to further her major overarching argument. In other words, how does her use of rhetorical
appeals help her to achieve her major overarching argument?
-TW will circulate around the room while students complete the handout in order to further support
students, answer lingering questions, and/or lead them to more comprehensive analysis.
-TW will facilitate discussion as she asks small groups to “report out” their analysis as part of a whole-
class discussion.
-TW will assign homework to students, projecting guidelines via a PowerPoint slide. TW will explain
that students will be required to find a speech, of their own choosing, and analyze 1.) its overarching
argument and 2.) at least 2 rhetorical appeals within the speech, making sure to discuss how they are
used to further the speech’s overarching argument. TW will explain that students will need to write at
least 3 paragraphs (Paragraph #1: Introducing the overarching argument of the speech. Paragraph #2:
Identifying one rhetorical appeal and analyzing the ways in which the rhetorical appeal utilized furthers
the overarching argument of the speech. Paragraph #3: Identifying a second rhetorical appeal and
analyzing the ways in which the rhetorical appeal utilized furthers the overarching argument of the
speech).
-TW will project guidelines for students’ “Exit Slip” of the day, which asks students to detail 1.) general
definitions of ethos, pathos, and logos 2.) pose at least one question that they would like answered during
the following class. This can be a clarifying question about definitions, or about any aspect of the lesson
that remains “fuzzy” for them.
Practice/Application: (What the student does)

POWERPOINT:
-SW listen attentively to T’s presentation on rhetorical appeals and take notes on their corresponding
rhetorical appeals note sheet.
-SW actively listen and engage in identifying various examples of ethos, pathos, and logos, within
advertisements.
-SW actively listen and engage in analyzing the overarching argument of these advertisements, and the
ways in which ethos, pathos, and logos are used in order to further this point.

VIDEO:
-SW attentively watch Emma Watson’s “HeForShe” speech and strive to identify at least one
overarching argument within the speech.
-After watching the video, SW work with a partner in order to identify one major overarching argument
within the speech.
-SW will actively listen and engage in a large-group discussion regarding the overarching messages of
Emma Watson’s speech.

ANALYSIS:
-SW attentively listen while T details guidelines for analysis, using the appropriate handout as a tool to
illustrate their understandings:
On the handout, SW detail ONE major overarching argument within this speech.
-Then, in small groups of 3-4 students, SW work together, referencing the transcript in front of you, to
identify three rhetorical appeals within the speech.
-After identifying three rhetorical appeals Emma Watson uses, SW analyze HOW her use of these
rhetorical appeals work to further her major overarching argument. In other words, how does her use of
rhetorical appeals help her to achieve her major overarching argument?
-SW will actively listen and engage in a large-group discussion in reporting out” their analysis of the
overarching argument of the speech, their identification of the rhetorical appeals used, and lastly, their
considerations of how these various rhetorical appeal work to ultimately propel Emma Watson’s
argument forward.
-SW listen attentively as T explains homework. SW listen attentively as T explains that they will be
required to find a speech, of their own choosing, and analyze 1.) its overarching argument and 2.) at least
2 rhetorical appeals within the speech, making sure to discuss how they are used to further the speech’s
overarching argument. TW will explain that students will need to write at least 3 paragraphs (Paragraph
#1: Introducing the overarching argument of the speech. Paragraph #2: Identifying one rhetorical appeal
and analyzing the ways in which the rhetorical appeal utilized furthers the overarching argument of the
speech. Paragraph #3: Identifying a second rhetorical appeal and analyzing the ways in which the
rhetorical appeal utilized furthers the overarching argument of the speech).
-SW listen to T’s guidleines, and thereafter complete the “Exit Slip” of the day, which asks them to detail
1.) general definitions of ethos, pathos, and logos 2.) pose at least one question that they would like
answered during the following class. This can be a clarifying question about definitions, or about any
aspect of the lesson that remains “fuzzy” for them.
Review/Assessment:

-TW will informally assess students’ understanding of the concepts of ethos, pathos, and logos while
presenting a PowerPoint on rhetorical appeals by asking students to identify these rhetorical appeals in
various advertisements.
-TW will informally assess students’ understanding of the overarching argument of Emma Watson’s
“HeForShe” speech by circulating around the room while students work in pairs to identify and discuss
this, as well as in a whole-class discussion.
-TW will informally assess students’ understanding of ethos, pathos, and logos, and the ways in which
these rhetorical appeals further Emma Watson’s argument by circulating around the room while students
work in small groups, as well as during a whole-class discussion.
-TW will assess students’ understanding of ethos, pathos, and logos, as well as reflect upon student
questions through the use of an Exit Slip.
-TW will formally assess students’ understanding of rhetorical appeals, and the ways in which to
foundationally analyze rhetoric through students’ homework assignment to find a speech of their own,
identify a major overarching argument, and analyze at least two rhetorical appeals, in considering how
these rhetorical appeals further the speech’s argument.